App Development Challenge - 2023 Handbook - Next Gen STEM - Moon - NASA
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National Aeronautics and Space Administration
App Development Challenge
2 0 23 Han d bo o k
COMPUTER SCIENCE
N e xt G en S TE M – Moon
For more about Next Gen STEM visit https://www.nasa.gov/stem/moon
Education Product
Educators and Students Grades 5-12
App Development Challenge
Contents
Introduction......................................................................................................................................................................................... 1
About This Handbook ........................................................................................................................................................................ 1
Curriculum Standards Alignment ................................................................................................................................................... 2
Artemis Missions ................................................................................................................................................................................ 5
How Do We Get to the Moon? ...................................................................................................................................................... 5
What Will We Do on the Moon? .................................................................................................................................................... 5
NASA App Development Challenge .................................................................................................................................................. 6
Challenge Overview ...................................................................................................................................................................... 6
Getting Started .............................................................................................................................................................................. 6
Challenge Summary ...................................................................................................................................................................... 7
Live Virtual Connections.............................................................................................................................................................. 10
Challenge Requirements and App Components ......................................................................................................................... 11
Coding Components.................................................................................................................................................................... 11
App Creation Requirements: Visualization and Navigation ......................................................................................................... 12
Challenge Mentorship ................................................................................................................................................................. 14
Video Presentation Criteria and Scoring Rubrics ........................................................................................................................ 15
Selected Team Interviews ........................................................................................................................................................... 16
Community Engagement ............................................................................................................................................................. 17
Social Media ................................................................................................................................................................................ 17
Media Relations........................................................................................................................................................................... 17
Conclusion and Contact Information ........................................................................................................................................... 18
Supplemental Information and Resources..................................................................................................................................... 19
Learning Objectives (Computational Thinking Model) ................................................................................................................. 19
Digital Badges for Students and Educators ................................................................................................................................. 21
Next Gen STEM Educator Guides............................................................................................................................................... 21
Mission Resources ...................................................................................................................................................................... 22
App Development and Design Resources................................................................................................................................... 22
Artemis Mission Resources ......................................................................................................................................................... 23
STEM Engagement Resources ................................................................................................................................................... 23
Informal Education Resources .................................................................................................................................................... 23
Student Challenges ..................................................................................................................................................................... 23
Career Connections and Internship Opportunities ...................................................................................................................... 23
Appendix ........................................................................................................................................................................................... 24
Video Presentation Criteria and Scoring Rubrics ........................................................................................................................ 25
Middle School Rubric .................................................................................................................................................................. 25
High School Rubric...................................................................................................................................................................... 26
Storyboard Handout .................................................................................................................................................................... 27
Azimuth and Elevation Angle Equations...................................................................................................................................... 28
N e x t G e n e r a t io n ST E M i i i
App Development Challenge
Introduction
Welcome, middle and high school students and educators, to the NASA App Development Challenge (ADC)!
NASA needs YOU!
Are you someone who likes to code, create apps, or develop amazing visuals and graphics? Are you interested in coding or computer
science but just haven’t had a chance to learn more? If so, then it’s time to join the ADC!
About This Handbook
The App Development Challenge Handbook provides all details for educators and students to develop a software application (app)
in support of NASA’s Space Communications and Navigation (SCaN) Team. New to programming? Check out NASA Computer
Science Educational Resources.
Note: Information about the challenge will remain posted for use in educational settings beyond the challenge end date.
Illustration of astronauts on the lunar surface. (NASA)
N e x t G e n ST EM 1
App Development Challenge
Curriculum Standards Alignment
6th–8th Grade Next Generation Science Standards (NGSS)
(https://www.nextgenscience.org/search-standards)
Science and Engineering (NGSS)
Disciplinary Core Ideas Crosscutting Concepts
• MS-ETS1-1 Engineering Design: Define the criteria and constraints of a design problem • Cause and Effect: Mechanisms and Prediction: Events have causes, sometimes simple,
with sufficient precision to ensure a successful solution, taking into account relevant sometimes multifaceted. Deciphering causal relationships, and the mechanisms by which
scientific principles and potential impacts on people and the natural environment that may they are mediated, is a major activity of science and engineering.
limit possible solutions. • Systems and System Models: A system is an organized group of related objects or
– ETS1.A: The more precisely a design task’s criteria and constraints can be defined, the components; models can be used for understanding and predicting the behavior of
more likely it is that the designed solution will be successful. Specification of constraints systems.
includes consideration of scientific principles and other relevant knowledge that are likely • Influence of Science, Engineering, and Technology on Society and the Natural World: The
to limit possible solutions. uses of technologies and limitations on their use are driven by individual or societal needs,
• MS-ETS1-2 Engineering Design: Evaluate competing design solutions using a systematic desires, and values; by the findings of scientific research; and by differences in such
process to determine how well they meet the criteria and constraints of the problem. factors as climate, natural resources, and economic conditions. (MS-ETS1-1)
– ETS1.B: There are systematic processes for evaluating solutions with respect to how well
Science and Engineering Practices
they meet the criteria and constraints of a problem. • Asking Questions and Defining Problems: Define a design problem that can be solved
through the development of an object, tool, process, or system and includes multiple
• MS-ETS1-3 Engineering Design: Analyze data from tests to determine similarities and
criteria and constraints, including scientific knowledge that may limit possible solutions.
differences among several design solutions to identify the best characteristics of each that
(MS-ETS1-1)
can be combined into a new solution to better meet the criteria for success.
• Developing and Using Models: Develop a model to generate data to test ideas about
– ETS1.B: Sometimes parts of different solutions can be combined to create a solution that designed systems, including those representing inputs and outputs. (MS-ETS1-4)
is better than any of its predecessors.
• Planning and Carrying Out Investigations: Scientists and engineers plan and carry out
– ETS1.C: Although one design may not perform the best across all tests, identifying the investigations in the field or laboratory, working collaboratively as well as individually. Their
characteristics of the design that performed the best in each test can provide useful investigations are systematic and require clarifying what counts as data and identifying
information for the redesign process—that is, some of those characteristics may be variables or parameters.
incorporated into the new design. • Analyzing and Interpreting Data: Analyze and interpret data to determine similarities and
• MS-ETS1-4 Engineering Design: Develop a model to generate data for iterative testing and differences in findings. (MS-ETS1-3)
modification of a proposed object, tool, or process such that an optimal design can be • Using Mathematics and Computational Thinking: Use digital tools (e.g., computers) to
achieved. analyze very large data sets for patterns and trends.
– ETS1.B: A solution needs to be tested, and then modified on the basis of the test results, • Constructing Explanations and Designing Solutions: Undertake a design project, engaging
in order to improve it. in the design cycle, to construct and/or implement a solution that meets specific design
– ETS1.B: Models of all kinds are important for testing solutions. criteria and constraints.
– ETS1.C: The iterative process of testing the most promising solutions and modifying what • Engaging in Argument From Evidence: Evaluate competing design solutions based on
is proposed on the basis of the test results leads to greater refinement and ultimately to jointly developed and agreed-upon design criteria. (MS-ETS1-2)
an optimal solution. • Obtaining, Evaluating, and Communicating Information: Communicate scientific and/or
technical information (e.g., about a proposed object, tool, process, system) in writing and/or
through oral presentations.
Common Core State Standards Connections
English Language Arts/Literacy Mathematics
• RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with • MP.2: Reason abstractly and quantitatively. (MS-ETS1-1, MS-ETS1-2, MS-ETS1-3, MS-
a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, ETS1-4)
or table). (MS-ETS1-3) • 7.EE.3: Solve multistep real-life and mathematical problems posed with positive and
• RST.6-8.9: Compare and contrast the information gained from experiments, simulations, negative rational numbers in any form (whole numbers, fractions, and decimals), using
video, or multimedia sources with that gained from reading a text on the same topic. (MS- tools strategically. Apply properties of operations to calculate with numbers in any form,
ETS1-2, MS-ETS1-3) convert between forms as appropriate; and assess the reasonableness of answers using
• WHST.6-8.7: Conduct short research projects to answer a question (including a self- mental computation and estimation strategies. (MS-ETS1-1, MS-ETS1-2, MS-ETS1-3)
generated question), drawing on several sources and generating additional related,
focused questions that allow for multiple avenues of exploration. (MS-ETS1-2)
• WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and
research. (MS-ETS1-2)
• SL.8.5: Integrate multimedia and visual displays into presentations to clarify information,
strengthen claims and evidence, and add interest. (MS-ETS1-4)
2 N e x t Ge n ST E M
App Development Challenge
9th–12th Grade Next Generation Science Standards (NGSS)
(https://www.nextgenscience.org/search-standards)
Science and Engineering (NGSS)
Disciplinary Core Ideas Science and Engineering Practices
• HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria • Asking Questions and Defining Problems: Analyze complex real-world problems by
and constraints for solutions that account for societal needs and wants. specifying criteria and constraints for successful solutions. (HS-ETS1-1)
– ETS1.A: Criteria and constraints also include satisfying any requirements set by society, • Developing and Using Models: A practice of both science and engineering is to use and
such as taking issues of risk mitigation into account, and they should be quantified to the construct models as helpful tools for representing ideas and explanations. These tools
extent possible and stated in such a way that one can tell if a given design meets them. include diagrams, drawings, physical replicas, mathematical representations, analogies,
• HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into and computer simulations.
smaller, more manageable problems that can be solved through engineering. • Planning and Carrying Out Investigations: Scientists and engineers plan and carry out
– ETS1.C: Criteria may need to be broken down into simpler ones that can be approached investigations in the field or laboratory, working collaboratively as well as individually. Their
systematically, and decisions about the priority of certain criteria over others (tradeoffs) investigations are systematic and require clarifying what counts as data and identifying
may be needed. variables or parameters.
• HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized • Analyzing and Interpreting Data: Scientific investigations produce data that must be
criteria and tradeoffs that account for a range of constraints, including cost, safety, analyzed in order to derive meaning. Because data patterns and trends are not always
reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. obvious, scientists use a range of tools—including tabulation, graphical interpretation,
– ETS1.B: When evaluating solutions, it is important to take into account a range of visualization, and statistical analysis—to identify the significant features and patterns in the
constraints, including cost, safety, reliability, and aesthetics, and to consider social, data. Scientists identify sources of error in the investigations and calculate the degree of
cultural, and environmental impacts. certainty in the results. Modern technology makes the collection of large data sets much
• HS-ETS1-4: Use a computer simulation to model the impact of proposed solutions to a easier, providing secondary sources for analysis.
complex real-world problem with numerous criteria and constraints on interactions within • Using Mathematics and Computational Thinking: Use mathematical models and/or
and between systems relevant to the problem. computer simulations to predict the effects of a design solution on systems and/or the
interactions between systems. (HS-ETS1-4)
– ETS1.B: Both physical models and computers can be used in various ways to aid in the
engineering design process. Computers are useful for a variety of purposes, such as • Constructing Explanations and Designing Solutions: Design a solution to a complex real-
running simulations to test different ways of solving a problem or to see which one is world problem, based on scientific knowledge, student-generated sources of evidence,
most efficient or economical; and in making a persuasive presentation to a client about prioritized criteria, and tradeoff considerations. (HS-ETS1-2) Evaluate a solution to a
how a given design will meet his or her needs. complex real-world problem, based on scientific knowledge, student-generated sources of
evidence, prioritized criteria, and tradeoff considerations. (HS-ETS1-3)
Crosscutting Concepts
• Engage in Argument From Evidence: Evaluate competing design solutions to a real-world
• Systems and System Models: Models (e.g., physical, mathematical, computer models) can
problem based on scientific ideas and principles, empirical evidence, and/or logical
be used to simulate systems and interactions—including energy, matter, and information
arguments regarding relevant factors (e.g., economic, societal, environmental, ethical
flows—within and between systems at different scales. (HS-ETS1-4)
considerations).
• Influence of Science, Engineering, and Technology on Society and the Natural World: New
• Obtaining, Evaluating, and Communicating Information: Communicate scientific and/or
technologies can have deep impacts on society and the environment, including some that
technical information or ideas (e.g., about phenomena and/or the process of development
were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about
and the design and performance of a proposed process or system) in multiple formats
technology. (HS-ETS1-1, HSETS1-3)
(including orally, graphically, textually, and mathematically).
Common Core State Standards Connections
English Language Arts/Literacy Mathematics
• RST.11-12.7: Integrate and evaluate multiple sources of information presented in diverse • MP.2: Reason abstractly and quantitatively. (HS-ETS1-1, HS-ETS1-3, HS-ETS1-4)
formats and media (e.g., quantitative data, video, multimedia) in order to address a • MP.4: Model with mathematics. (HS-ETS1-1, HS-ETS1-2, HS-ETS1-3, HS-ETS1-4)
question or solve a problem. (HS-ETS1-1, HS-ETS1-3)
• RST.11-12.8: Evaluate the hypotheses, data, analysis, and conclusions in a science or
technical text, verifying the data when possible and corroborating or challenging
conclusions with other sources of information. (HS-ETS1-1, HS-ETS1-3)
• RST.11-12.9: Synthesize information from a range of sources (e.g., texts, experiments,
simulations) into a coherent understanding of a process, phenomenon, or concept,
resolving conflicting information when possible. (HS-ETS1-1, HS-ETS1-3)
N e x t G e n ST EM 3
App Development Challenge
6th–8th Grade Computer Science Teachers Association (CSTA) Standards
(https://www.csteachers.org/page/standards)
Computer Science Teachers Association (CSTA) K–12 Computer Science Standards
• 2-CS-03: Systematically identify and fix problems with computing devices and their • 2-AP-13: Decompose problems and subproblems into parts to facilitate the design,
components. implementation, and review of programs.
• 2-DA-07: Represent data using multiple encoding schemes. • 2-AP-14: Create procedures with parameters to organize code and make it easier to reuse.
• 2-DA-08: Collect data using computational tools and transform the data to make it more • 2-AP-15: Seek and incorporate feedback from team members and users to refine a
useful and reliable. solution that meets user needs.
• 2-DA-09: Refine computational models based on the data they have generated. • 2-AP-16: Incorporate existing code, media, and libraries into original programs, and give
• 2-AP-10: Use flowcharts and/or pseudocode to address complex problems as algorithms. attribution.
• 2-AP-11: Create clearly named variables that represent different data types and perform • 2-AP-18: Distribute tasks and maintain a project timeline when collaboratively developing
operations on their values. computational artifacts.
9th–12th Grade Computer Science Teachers Association (CSTA) Standards
(https://www.csteachers.org/page/standards)
Computer Science Teachers Association (CSTA) K–12 Computer Science Standards
• 3A-CS-02: Compare levels of abstraction and interactions between application software, • 3A-AP-23: Document design decisions using text, graphics, presentations, and/or
system software, and hardware layers. demonstrations in the development of complex programs.
• 3A-CS-03: Develop guidelines that convey systematic troubleshooting strategies that • 3A-IC-24: Evaluate the ways computing impacts personal, ethical, social, economic, and
others can use to identify and fix errors. cultural practices.
• 3A-DA-11: Create interactive data visualizations using software tools to help others better • 3A-IC-27: Use tools and methods for collaboration on a project to increase connectivity of
understand real-world phenomena. people in different cultures and career fields.
• 3A-DA-12: Create computational models that represent the relationships among different • 3B-DA-06: Select data collection tools and techniques to generate data sets that support a
elements of data collected from a phenomenon or process. claim or communicate information.
• 3A-AP-17: Decompose problems into smaller components through systematic analysis, • 3B-AP-14: Construct solutions to problems using student-created components, such as
using constructs such as procedures, modules, and/or objects. procedures, modules, and/or objects.
• 3A-AP-18: Create artifacts by using procedures within a program, combinations of data and • 3B-AP-20: Use version control systems, integrated development environments (IDEs), and
procedures, or independent but interrelated programs. collaborative tools and practices (code documentation) in a group software project.
• 3A-AP-21: Evaluate and refine computational artifacts to make them more usable and • 3B-AP-24: Compare multiple programming languages and discuss how their features make
accessible. them suitable for solving different types of problems.
• 3A-AP-22: Design and develop computational artifacts working in team roles using
collaborative tools.
K–12 Computer Science Framework—Core Practices
(https://k12cs.org/navigating-the-practices/)
See examples of what will be completed by students for each of the Core Practices in the Supplemental Information and Resources
section of this guide (under Learning Objectives).
4 N e x t Ge n ST E M
App Development Challenge
Artemis Missions
Artemis is NASA’s path to the Moon and the next step in human exploration. All lunar
activities, including robotic and human exploration, fall under the Artemis missions and are a
part of the Agency’s broader Moon to Mars exploration approach.
There are many reasons to go back to the Moon. With our Artemis missions we will
demonstrate new technologies, capabilities, and business approaches needed for future
exploration, including Mars. We will establish American leadership and a strategic presence
at the Moon while expanding our U.S. global economic impact and broadening our exploration
partnerships. At the same time, we will inspire a new generation and encourage careers in
science, technology, engineering, and mathematics (STEM).
How Do We Get to the Moon?
NASA’s powerful new rocket, the Space Launch System (SLS), will send astronauts aboard the Orion spacecraft a quarter million
miles from Earth to lunar orbit. From there, Orion will dock at the Gateway, a multipurpose outpost orbiting the Moon, or a commercial
human landing system that will carry crew to the surface. Gateway will serve as a platform for science and a staging point for lunar
surface missions, and crew will ultimately return to Earth aboard Orion. The early Artemis human missions include
• Artemis I: NASA is working toward the first test flight of the SLS rocket and Orion spacecraft as an integrated system.
• Artemis II: First flight of crew to the vicinity of the Moon aboard SLS and Orion.
• Artemis III and beyond: NASA will land the first woman and the first person of color on the Moon and prepare for human missions
to Mars.
What Will We Do on the Moon?
While Mars remains our horizon goal, we have first set our sights on exploring more of the Moon than ever before with human and
robotic explorers. Ahead of a human return, we will send a suite of science instruments and technology demonstrations to the lunar
surface through commercial Moon deliveries.
We will send astronauts to new locations, starting with the lunar South Pole. At the Moon, we will
• Find and use water and other critical resources needed for long-term exploration.
• Investigate the Moon’s mysteries and learn more about our home planet and the universe.
• Learn how to live and operate on the surface of another celestial body where astronauts are just 3 days from home.
• Prove the technologies we need before sending astronauts on missions to Mars, which can take up to 3 years round trip.
N e x t G e n ST EM 5
App Development Challenge NASA App Development Challenge The NASA App Development Challenge (ADC) is a coding challenge in which NASA presents technical problems to middle and high school students seeking student contributions to deep space exploration missions. The App Development Challenge is one of NASA’s Artemis Student Challenges, whose mission is to build foundational knowledge and introduce students to topics, techniques, and technologies critical to the success of the agency’s Artemis program. By responding to the ADC, students take a part directly in the Artemis Generation endeavors to land American astronauts, including the first woman and first person of color on the Moon. NASA's Space Communications and Navigation (SCaN) program serves as the program office for all of NASA’s space communications activities, presently enabling the success of more than 100 NASA and non-NASA missions. SCaN manages the Near Space Network and the Deep Space Network and ensures the availability and allocation of the radiofrequency spectrum for all NASA programs. Additionally, SCaN supports the research and development of cutting-edge space communications technologies, such as optical and quantum communications, and is responsible for developing an integrated space communications and navigation architecture to support science and human exploration programs through 2040. Challenge Overview In this year’s challenge, teams will code a visualization of the South Pole region of the Moon to assist in mission planning and exploration activities. Teams will utilize lunar terrain data to create a visualization that displays essential information for navigation and communication. These student app solutions will visualize both height and slope variations on the lunar surface to help better aide in route planning. High school teams will calculate elevation and azimuth angles to include in their visualization as well as identify and defend a selection for landing and destination/exploration sites. Teams will also utilize wayfinding to plot the best path between a landing site and a destination site, and they will identify 10 communication link checkpoints for communication with Earth. Teams will be separated into two categories, one for middle school and one for high school. Teams must use coding to complete development of their app. Teams are encouraged to be creative and think outside of the box. Anyone seeing their solution should be smarter about the mission and should have fun while learning. These student team app solutions can be utilized by SCaN for mission planning and training activities. In future Artemis missions, data obtained directly on the lunar surface can be used to validate this previously collected data from the local perspective. Getting Started The handbook provides challenge components, directions, timelines, handouts, resources to help teams create an app, and links to other useful resources that can serve as supplemental materials to this ADC Handbook. Lead Teachers and team members should read the entire handbook to understand the challenge expectations and requirements. The Mission Resources section near the end of this handbook provides links to important fact sheets, program overviews, and videos. 6 N e x t Ge n ST E M
App Development Challenge
Challenge Summary
Student teams will have 10 weeks to create and post their app designs online for consideration by NASA to use in future mission
planning activities. Teams with favorable submissions advance to present their app in an interview with NASA subject matter experts
from the SCaN team. On conclusion of the interviews, NASA will select student team(s) for a culminating event. The challenge begins
on October 5, 2022, and concludes with video submissions on December 14, 2022.
Review the Challenge
Student teams must
• Use any programming language (Java, Scratch, etc.) and/or operating system (Windows, Android, etc.) to complete development
of an app
• Adhere to the policies of their school districts or organizations regarding participation in the challenge
• Submit a video of original student-led work on the completed app
• Complete program requirements as identified by the ADC team
Middle school teams must
• Be able to process and read all provided position and slope data of the lunar South Pole region
• Display all position and slope data in some meaningful form beyond text
• Visualize a path that accounts for mission planning goals and identify communication link checkpoints
High school teams must
• Be able to process and read all provided position and slope data of the lunar South Pole region
• Display all position and slope data in some meaningful form beyond text
• Identify and explain a selection for a landing and destination site as well as areas of interest along the path
• Visualize a path that accounts for mission planning goals and identify communication link checkpoints
• Calculate and display elevation and azimuth angles
Review the Timeline
• September 28: STEM Gateway Registration Closes
• October 5: Live Virtual Kickoff Event
• October 12: Live Virtual Connection: App Development and Game Engine Scripting
• November 9: Live Virtual Connection: App Visualizations and Human Factors
• November 30: Live Virtual Connection: Student Team Interviews, Virtual Reality Applications, and Employee Profile
• December 14: ADC Video Submission Deadline
N e x t G e n ST EM 7App Development Challenge
Review the Eligibility Requirements and Form a Team
• Formal or informal U.S. education organizations may participate.
• Signed letter of support from principal or administrator of your organization must be submitted during registration to confirm
participation.
• Teams may be a middle school team or a high school team. Student participants must be on one team only.
– All members of a middle school team must be in grades 5–8 during the 2022–2023 school year.
– All members of a high school team must be in grades 9–12 during the 2022–2023 school year.
• Teams must be led by a sponsor or educator (i.e., Lead Teacher) from an informal or formal U.S. education organization
• The minimum team size is 5 students and 1 Lead Teacher. There is no maximum team size. However, Top Teams who are
invited to a NASA field center may only send 5 students, the Lead Teacher, and one chaperone. The additional chaperone must
be a part of the organization and must be the opposite gender of the Lead Teacher if both genders are represented within the
student team.
• The Lead Teacher must complete an Educator Professional Development Collaborative (EPDC) Moon webinar and submit a
certificate of completion before the video submission deadline.
• If selected to visit a NASA center:
– All participants that travel to a NASA center must be U.S. citizens.
– Student members must be aged 13 or above during travel to a NASA center.
– Traveling teams must include two chaperones, age 21 years or older, who represent the gender mix of the student team
(see above).
– Organization chaperones are fully responsible for their students during the culminating event.
– Traveling team members will use housing and transportation provided.
– Team members will participate in all scheduled events or planned activities during the culminating event.
– Teams will conduct a technical presentation for NASA personnel.
– Comingling of personal travel arrangements or travel arrangements for nonparticipants is not permitted.
– If the event is changed to a virtual culminating event, all participants must be U.S. citizens.
– All team members must participate fully according to the challenge guidelines.
Notify NASA and Register Your Team
After a thorough review of all of the above, each Lead Teacher must
• Register their team in NASA STEM Gateway
• Include a signed letter of support from the principal or administrator of the team’s school or organization
Lead Teachers must complete their registration in NASA STEM Gateway and include their signed letter of support no later
than end of day on September 28, 2022.
Lead Teachers, note that by submitting an intent to participate, the team is confirming full participation through the end of the
culminating event, if selected to attend. Dates are subject to change.
Click to access the NASA STEM Gateway ADC 2023 opportunity and register your team.
Email NASA’s ADC team at JSC-ADC@mail.nasa.gov with any questions.
8 N e x t Ge n ST E MApp Development Challenge
Challenge Timeline
The following timeline provides details on all major activities for the App Development Challenge (ADC).
The start date is Wednesday, October 5, 2022. Video submissions are due on Wednesday, December 14, by 2 p.m. central time.
This will conclude teams’ participation in the ADC unless selected to participate in interviews. Teams not selected for interviews will
be notified by email.
Teams are encouraged to participate in all live virtual connections to receive information about coding and app development. If there
are any questions about this timeline, please contact the team at JSC-ADC@mail.nasa.gov.
Reminder: Lead Teachers must register their team in NASA STEM Gateway before registration closes on September 28, 2022.
App Development Challenge Timeline*
Start Date End Date NASA ADC Activity*
10/5/2022 12/14/2022 App Development Challenge (10 weeks)
10/5/2022 10/5/2022 LVC† 1: LIVE VIRTUAL KICKOFF EVENT
10/12/2022 10/12/2022 LVC 2: App Development and Game Engine Scripting
11/9/2022 11/9/2022 LVC 3: App Visualizations and Human Factors
LVC 4: Student Team Interviews, Virtual Reality
11/30/2022 11/30/2022
Applications, and Employee Profile
1/25/2023 1/25/2023 ADC Special Virtual Event, “Join the Artemis Generation”
2/1/2023 2/15/2023 Selected Team Interviews With SCaN Team
2/22/2023 2/22/2023 Announcement of Top Teams for Culminating Event
4/12/2023 4/14/2023 NASA ADC Culminating Event
*Timeline is subject to change.
†LVC = Live Virtual Connection.
N e x t G e n ST EM 9App Development Challenge Live Virtual Connections Student teams will be supported during the challenge with Live Virtual Connections from NASA subject matter experts. Virtual connections will present information essential for completing the challenge. These events will include ADC updates, app development presentations, any schedule changes, and information on future events. Each virtual connection will include a question-and-answer session with the subject matter expert providing the presentation. Virtual Connection Schedule Ideally, teams will gather in one location to participate in these events. Teachers should lead this effort and encourage students not to connect individually from another location. However, based on current guidelines at the time of publication, team members may have to connect individually and should follow school and organization guidelines as well as social distancing guidelines. The ADC Virtual Connection schedule is as follows. Live virtual connections will last 60 to 75 minutes. Dates and times are subject to change. Live Virtual Connection 1 Date: Wednesday, October 5, 2022 Topic: ADC Live Virtual Kickoff Event Live Virtual Connection 2 Date: Wednesday, October 12, 2022 Topic: App Development and Game Engine Scripting Live Virtual Connection 3 Date: Wednesday, November 9, 2022 Topic: App Visualizations and Human Factors Live Virtual Connection 4 Date: Wednesday, November 30, 2022 Topic: Student Team Interviews, Virtual Reality Applications, and Employee Profile 1 0 N e xt G e n ST EM
App Development Challenge
Challenge Requirements and App Components
Teams will be challenged to create an app that the Space Communications and Navigation (SCaN) team could use to visualize lunar
terrain data for future mission planning and training activities.
The challenge requires teams to create an app that
Visualizes the lunar data in some useful form
Plots a route from a landing site location to a destination site location
Identifies 10 communication link checkpoints for optimal communication
Coding Components
The ADC team will provide teams with a Lunar Data File (Regional), Lunar Surface Texture image, and lunar terrain map information
to create an app. The Lunar Data File and Lunar Surface Texture image will be available at the start of the challenge,
October 5, 2022, on the ADC website.
Lunar Data File: An excel spreadsheet (CSV file) with four aspects of the lunar South Pole region
– The file displays latitude, longitude, height, and slope in a traditional Cartesian coordinate format.
– Data is calculated from –88.0° to –90.0° north latitude at a lateral separation of 40 m.
– High school teams are required to calculate elevation and azimuth angles from the astronaut’s position to the Earth and
include this information as part of the app’s visualization. High school teams are required to identify and explain a selection
for a landing and destination site as well as areas of interest along the path.
Lunar Surface Texture Image
– An example of lunar regolith surface texture (PNG file) has been provided to make Moon rendering more realistic.
– Teams can create their own surface texture and are encouraged to do so.
Lunar Terrain Maps
– Publicly available lunar maps, images, and illustrations are available online at various locations. The provided Lunar Data
File was created from data released from the Lunar Reconnaissance Orbiter Lunar Orbiter Laser Altimeter (LOLA). This data
can be found as part of the Lunar South Pole Atlas of maps, images, and illustrations from the Lunar and Planetary Institute,
Houston. Additional resources are available in the Mission Resources section at the end of this guide.
Each team is responsible for processing this information and creating an app to visualize this data. The following section provides a
step-by-step guide through this process.
N e x t G e n ST EM 1 1App Development Challenge
App Creation Requirements: Visualization and Navigation
All teams must create an app that visualizes the lunar surface and plots a path from the identified landing site to the destination site,
identifying the location of 10 communication link checkpoints. Team apps will be evaluated based on criteria identified here and
presented in greater detail in this guide’s Video Presentation Criteria and Scoring Rubrics.
The first thing each team needs to do is download the Regional Lunar Data File from the ADC website. The Regional Lunar
Data File and Lunar Surface Texture Image will be available at the start of the challenge, October 5, 2022.
Teams experiencing problems accessing these files should contact JSC-ADC@mail.nasa.gov.
Teams must then import the data into an app development platform.
a. There are a variety of ways to create a visualization of the lunar terrain surface. The ADC team has provided a Regional
Data File that, upon conversion, imports well into a game engine such as Unity or Unreal.
Create a visualization of the lunar surface using the data provided.
a. Height (meters, m) and slope (degrees, °) data should be visualized in some useful way.
(1) High school teams must calculate and display elevation and azimuth angles from the astronaut’s position to the Earth
as part of their visualization.
b. Apply a texture and use color to convey information to scale.
(1) Color should be used to communicate height and slope data. Example lunar terrain maps using color are publicly
available from the Lunar and Planetary Institute’s Lunar South Pole Atlas. Teams should consider a toggle feature to
differentiate information, for example, between false color and true color.
(2) An example surface texture is provided on the ADC website. Teams are free to create their own texture. Note: A smooth
surface is not as realistic as a textured surface.
Surface Height (Elevation) Surface Slope Surface Temperature
Different ways to color code the lunar South Pole. (Source: https://www.lpi.usra.edu/lunar/lunar-south-pole-atlas/)
c. Middle school teams must plot a path from the landing site to the destination site that does not exceed 15 degrees of slope.
High school teams must identify their own landing and destination sites and plot a path not exceeding 15 degrees of slope.
(1) Landing Site:
(a) Latitude: −89.232° N
(b) Longitude: 54.794° E
(c) Data File Row Number 5029279
(2) Destination Site:
(a) Latitude: −89.200° N
(b) Longitude: 120.690° E
(c) Data File Row Number 5161666
1 2 N e xt G e n ST EMApp Development Challenge
d. Identify 10 communication link checkpoints along the path based on navigation and communication parameters.
(1) Middle school: Highest height (m)
(2) High school (see the Video Presentation Scoring Rubric section for more information):
(a) Azimuth and elevation angles from the astronaut’s position to the Earth. The equations for calculating these angles
can be found in the Appendix in the Azimuth and Elevation Angle Equations section.
(b) Earth Cartesian Position with respect to Lunar Fixed Frame at a single time instant is
[X, Y, Z] = [361000, 0, –42100] km.
Create and submit a video highlighting student-led work on the lunar visualization app.
Additional information on how teams will be evaluated on their lunar visualization app can be found in the Video Presentation Criteria
and Scoring Rubrics section.
N e x t G e n ST EM 1 3App Development Challenge
Challenge Mentorship
Teams should reach out to universities, local organizations, businesses, and subject matter experts to seek guidance on coding and
app development. As part of their video presentation, teams must include a short narrative on the connections made and how these
discussions helped in development of the app.
Teams needing additional assistance in developing an app can request a mentor from the ADC team. Mentors are not guaranteed to
be available and will be provided on a first-come, first-served basis.
Storyboard Handout
The Storyboard Handout is for conceptualizing development of the app. A completed storyboard conveys what a team envisions as
the final app design. During the ADC, teams will encounter challenges that require them to define problems, brainstorm options, and
choose the best possible solution for achieving a completed app design. As part of the video presentation, teams must include a
narrative on the challenges they encountered and how the challenges were solved. Teams will also use the Storyboard Handout to
draw their main app in color, and then use the outer bubbles for additional details or descriptions of the app parts. The final app
design is subject to change based on challenges encountered throughout the development process.
The Storyboard Handout can be found in the Appendix.
Deep Space Network antennas in Madrid, Spain. (NASA)
1 4 N e xt G e n ST EMApp Development Challenge
Video Presentation Criteria and Scoring Rubrics
Each team will submit a 5- to 7-minute video highlighting student-led work on the development of the team’s app. All videos should
be posted to YouTube in the “unlisted” setting; video submissions should not be available to the public. Videos should only
include students aged 13 and older and must be in accordance with the media policies of the team’s school or organization.
The video presentation will showcase student-led work from the design phase through completion of the app. The Video Presentation
Scoring Rubrics in this guide will be used to assess and score each team’s video submission.
Once the video is posted to YouTube, each Lead Teacher must email the ADC team a link to the video by 2 p.m. central time on
Wednesday, December 14, 2022, at JSC-ADC@mail.nasa.gov.
Video Presentation Criteria
Each team must use the following script for their 5- to 7-minute video submission.
Introductory statement:
– “This is team (team name) and we worked on NASA’s App Development Challenge….”
– Do not identify the name of any student, teacher, school, group, city, or region in the presentation.
– Identify what coding language was utilized, what data points the app visualizes, and how successful the team was in creating
a useful app.
Run the app, visually showing highlights of the terrain visualization and path navigation.
Provide narration on each aspect of the app’s visualizations.
Identify challenges the team encountered and how they were solved along the way.
Identify what skills the team learned and how these were acquired during the challenge.
Identify any guidance the team received from mentors and subject matter experts that assisted in the learning process.
Based on the results, explain what the team would do differently in the future to improve the app.
Highlight completed community engagement events and those planned for the future.
Note: See the Video Presentation Scoring Rubrics for detailed presentation criteria.
Video Presentation Scoring Rubrics*
There are two separate rubrics, one for middle school and one for high school. The Video Presentation Scoring Rubrics will be used
by members of the ADC team, the SCaN team, and NASA subject matter experts to evaluate video submissions. Remember to follow
the script and provide details on each of the Video Presentation Criteria. Teams are encouraged to use the rubric to self-score their
video in advance of final submission. The video presentation score will be part of the selection process. The Video Presentation
Criteria and Scoring Rubrics can be found in the Appendix.
*Information about the challenge will remain posted for use in educational setting beyond the challenge end date.
N e x t G e n ST EM 1 5App Development Challenge
Selected Team Interviews
Video submissions are due by 2 p.m. central time on Wednesday, December 14, 2022. The ADC team will spend the next few weeks
reviewing and evaluating submissions. Teams selected to participate in live virtual interviews can expect to be notified by close of
business on January 26, 2023 (schedule subject to change).
Selected teams will receive questions and comments regarding their app and video presentation from NASA’s ADC and SCaN teams.
When teams receive these questions, they should prepare written responses in preparation for a live virtual connection with NASA
personnel and the ADC team. Lead Teachers must submit their written responses prior to their interview at a date and time set by
the ADC team. All submissions should be emailed to JSC-ADC@mail.nasa.gov.
Live virtual connections will be facilitated through video conference. The date and time of the event will be emailed to the Lead
Teacher by the ADC team. The live virtual connection will be 30 to 45 minutes long and will give teams the opportunity to speak to
both the SCaN and ADC teams. Teams will provide answers to the questions and respond to additional comments. Technical
suggestions to improve app functionality will be discussed.
Each team’s written submission and live connection will be evaluated to help determine which team(s) will be selected for the
culminating event. Teams will be ranked by the NASA technical team. In case of a tie score, preference will be determined by the
NASA technical team. The Top Teams must work with ADC mentors and team members to adjust any required items, based on
technical suggestion by NASA, prior to attending the culminating event.
Top Team(s) selected to attend the culminating event can expect to be notified by close of business on February 22, 2023.
Near Space Network antennas AS–3 (foreground) and AS–1 (background) in Alaska. (NASA)
1 6 N e xt G e n ST EMApp Development Challenge
Community Engagement
Teams are expected to share their work in space exploration with a wider audience. Community engagement efforts should be
planned and implemented. Teams can share their efforts whether they are working in a formal or informal setting. A school-based
team could share their app with a younger grade or as part of a virtual or in-person STEM day or science fair. A museum-based team
might set up a display at the museum for a day to share their work with the public, or they might participate in a virtual presentation
to highlight their work. An after-school program could host a virtual open house to highlight their work for parents along with other
after-school activities. Each team has unique opportunities to share their work in space exploration with a wider audience. Lead
Teachers and students should follow their school or organization’s guidelines for these types of events. Any community
engagement should follow local social distancing guidelines or be virtual. Be sure to include images and video of outreach events in
the team video submission. Teams selected to participate in the culminating event will need to plan additional outreach leading up to
the culminating event.
Quantum Information Science and Technology (QIST)
Future ADCs will look to incorporate QIST elements as part of the coding challenge. Student teams are expected to share information
on QIST, specifically Quantum Day 2023 and QuanTime resources, as part of community engagement efforts. Information regarding
both items can be found on their respective websites: World Quantum Day 2023 is April 14, and QuanTime provides activities,
lessons, and games for students and educators. Information regarding inclusion of QIST elements as part of the ADC can be found
in the Appendix as part of the scoring rubrics. Additional information and resources can be found at NASA SCaN World Quantum
Day.
Social Media
The ADC team is interested in learning how each team is progressing and would like updates when available. Social media allows
teams the opportunity to share their NASA unique experience with the public and promote the challenge. Teams are encouraged to
create a web presence using platforms of their choice. Use #NextGenSTEM and #NASA_ADC when posting so the ADC team can
follow your progress. Teams must follow their school or organization’s guidelines related to social media.
Media Relations
As teams share their experiences with the public, they may have opportunities to interact with the media. The ADC team would like
to know when a team is highlighted in the media. Each team should keep a list of these media interactions and share any links to
newspaper postings, online stories, videos, live events, etc., with JSC-ADC@mail.nasa.gov.
Press Releases
The ADC team will provide press releases to registered teams as part of the challenge to share with the media. An additional press
release will be provided to the Top Teams selected to attend the culminating event.
Media Releases
NASA media releases will be required for all members (student and adult) of selected teams. The media release form will cover
challenge video submissions, team interviews, and any media covering participation in the culminating event. NASA media releases
will ONLY be utilized by teams participating in team interviews. Please check with your organization for any guidance on media
releases.
Top Team(s) selected to the culminating event might be asked to complete additional documentation regarding their app submission
and use by NASA.
N e x t G e n ST EM 1 7App Development Challenge
Conclusion and Contact Information
The ADC team hopes participation in NASA’s App Development Challenge is a beneficial and rewarding learning experience for each team.
The ADC team will work to provide timely updates to Lead Teachers via email. Questions can be directed to JSC-ADC@mail.nasa.gov.
.
NASA's Optical Ground Station 1 in Table Mountain, California. (NASA)
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Supplemental Information and Resources
Learning Objectives (Computational Thinking Model)
The following illustration depicts the K–12 Computer Science Framework’s 7 Core Practices model. NASA’s App Development
Challenge (ADC) was designed to incorporate these core practices into the learning experience.
K–12 Computer Science Framework's 7 Core Practices.
(Adapted from K–12 Computer Science Framework, Creative Commons license CC BY-NC-SA 4.0)
N e x t G e n ST EM 1 9App Development Challenge
The following descriptions show examples of what will be completed for each practice by students participating in the ADC:
Fostering an inclusive computing culture
– Identify a variety of people who can provide ideas, mentorship, and feedback
– Identify a variety of people who might be end users for the product
– Create functions to broaden accessibility and use
Collaborating around computing
– Select the programming language, operating system environment, and development environment to be used based upon
the team’s skill set and experience
– Identify roles and responsibilities for team members, as well as norms for ensuring everyone has a voice
– Solicit and incorporate feedback from various stakeholders
Recognizing and defining computational problems
– Explain the challenge
– Break the challenge into smaller chunks
– Develop storyboards for visualizing a final app
Developing and using abstractions
– Identify and incorporate existing libraries, modules, images, and three-dimensional (3D) models that may provide useful
features in visualizing an app
– Code useful subroutines (e.g., recognizing keyboard and mouse input) that may be used multiple times in the final app
Creating computational artifacts
– Develop some pseudocode to guide development of the app
– Code ways to visualize the height and slope of the lunar South Pole
– Code ways to communicate information via color
– Code ways to visualize a path and identify communication link checkpoints
– Code other useful features
Testing and refining computational artifacts
– Run the app with the NASA-provided data
– Run an entire mission visualizing the provided data and plotting a path from the start point to the destination point
– Let other people beta test the app and provide feedback
– Add useful functions for communicating information and ensure the app can handle these additions
Communicating about computing
– Script and deliver a presentation on how the team’s app works, what they learned making it, and what ideas they have for
future improvements
– Record a video of the team presentation and submit it to NASA
– Share your experience with others in the community
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